Asynchronous Virtual Classes and UX Testing (10%):
This portion of your grade includes asynchronous virtual class work and a short user testing project we will be doing to help students in CS Junior Design. This is a hybrid course, and six of our class meetings will be conducted asynchronously (not necessarily at our normal meeting time) and virtually (not necessarily in our normal meeting space). I will provide guidance on what coursework you should be doing on your own time and in your own space on these days.
Advisory Reports (5%)
Students in the CS 3311/LMC3432 Junior Design Capstone course partner with customers or develop their own project ideas over the course of two semesters. Because our course topic centrally concerns ethics and honor, we will be assisting teams in this class by preparing ethics advisory reports on their chosen projects’ fields. We will take the following steps to complete this assignment:
- Review client sheet and form groups based on interest (1/16)
- Review this guide, focusing on the “Evaluating sources” and “Home” tabs. http://libguides.gatech.edu/English1102and1102/home
- Write an annotated bibliography with each student contributing 3 resources. Each entry should include 2-4 sentences summarizing the argument of the resource in question. As a whole, the annotated bibliography should give the junior design team a comprehensive overview of the literature around the ethics of a certain topic.
- Write an advisory report. It should include
A. An overview: What team are you advising? What is their project? What field (i.e. technology, health, etc.) is the project within?
B. Advice and recommendations
- Write a 3-4 page report (about 300 words per student) that synthesizes the findings of your annotated bibliography and addresses the questions below. The report should give the junior design team the background they need to make ethical decisions in their project’s scope.
- What are the big picture ethical questions that people ask in the field? What ethical issues should the group be aware of?
- What precedents have been set for dealing with potential ethical issues?
- What general recommendations do you have for a project of this kind? For example, a group working on a rideshare app might need to know about critiques of ridesharing and ride hailng from several different perspectives (safety, economics, environmental impact, etc.)
C. The annotated bibliography
You will be assigned two grades for your project, a product grade and a process grade.
- The product grade is determined by the quality of the end product. I will ask whether or not the assignment fully answered the prompt (rhetorical situation), if it made an argument or developed a position (stance), if it used evidence to support its argument (development of ideas), and if the information was organized in a clear and compelling way (organization). I will also look at conventions and design for medium to assess the professionalism of the document.
- The process grade is determined by your involvement in the making of the project. If you don’t do any work, you can receive a 0% for the process portion of your grade and a 100% for the project portion, for a final grade of 50% on the assignment. This grade will be determined by the students in the work group. Each student will anonymously assign each other student in their work group a grade. I will take the average of the grades for each group member and use that to assign the process grade.
Common First Week Video (3%):
Students in all sections of English 1101 and English 1102 share a common assignment, due January 14th. You will record a 60-90 second video addressing a specific aspect of multimodal (written, oral, visual, electronic, or nonverbal) communication that you will engage with over the course of the semester. You will describe challenges you have faced in the past using this form of communication and articulate a plan for the future to overcome these challenges.
Final Portfolio (15%):
All sections of English 1101 and 1102 will complete a portfolio project in lieu of a final exam. The portfolio will include a reflective essay and several examples of your work throughout the semester with brief introductions for each example.
Group Project (12.5%)
The WOVEN web project will be a jointly produced, curated, and public-facing resource. Each student will post a one-minute pitch to Piazza on or before March 11th. Based on student interest, each section will develop six of these project pitches in teams of 3-5 students. The final project must include examples of all five modes of communication. Examples of previous student web projects may be found at http://www.doricoblentz.com/renaissances/student-projects/ and http://www.doricoblentz.com/defending-society/student-projects/
Paper 1 (10%)
Paper 1 is a 3-4 page (900-1200 word) genre imitation paper with an attached reflection and peer reviews of others’ essays. Students will imitate Sir Philip Sidney’s argumentative structure in Defense of Poesy and write their own “defense of” paper. Students may defend a controversial work of film, television, or literature.
Paper 2 (10%)
Throughout the semester, we will engage in class discussion and write questions for Piazza. Our prompt for Paper 2 will be drawn from students’ suggested prompts. Students can expect to write a paper on one of the works of Renaissance drama or literature we study as a class. It will be of the same length as Paper 1 and will also include an attached reflection and peer reviews of others’ essays.
Paper 3 (10%)
This paper will be a 3-4 page revision and extension of previous coursework to be determined based on student interest. Like the other papers, students will attach a reflection and peer reviews of others’ essays.
Piazza Participation (7%):
Throughout the semester, students will post discussion questions and responses to the instructor’s prompts to Piazza. Four of these responses will be in the form of homework in the designated homework folder sections. The others will be in the form of questions. These questions may be lengthy or short: the important part is that the question has the potential to start discussion. This part of the class trains your ability to ask good questions, and some of the best questions may be used as prompts for later essays.
Examples of good questions from prior classes:
- (From a class comparing the Disney Renaissance to the English Renaissance) “With Disney announcing so many remakes of the classic Disney Renaissance movies, such as Aladdin, Mulan, and Beauty and the Beast, is it fair to say Disney is going through another Renaissance? If so, how might this renaissance incorporate different values and themes than the first one?”
- (Regarding the fairytale “Cat and Mouse in Partnership”) “The author chooses to have the pot of fat stored in the church, calling it a safe place. Why have the church be the place where it’s kept? Is it because religion was relevant in German culture and the Grimm brothers saw it as a reflection of that culture? Is the cat being gluttonous in the church a social commentary on Christianity?”
- (Regarding Shakespeare’s Comedy of Errors) “At the end of Act 2 Scene 2 of Comedy of Errors, there seems to be a rhyming scheme that appears when Adriana’s conversation ends and Antipholus’s begins. I’m curious as to why that happens. Is Shakespeare trying to attract attention to the verses that are being said? Why is it that it isn’t just Antipholus that has a rhyming scheme at the end but that Adriana’s words also take part in that rhyming scheme?”
Video Essay (12.5%)
Each student will produce a 3-5 minute video essay. These essays may approach the course themes of ethics and honor in several ways. For instance, they may explore ethics and honor in public policy by exploring discourse around issues such as Net Neutrality, affordable housing, or whistleblowing. They may also take the approach of exploring a debate in industry (i.e. smartphones, self-driving cars, etc.), building off of the research students completed for the advisory reports. Finally, the video essays can take a cultural studies approach by examining representations of honor in Renaissance drama and modern popular culture.